READ100-LESSON1-FN-W13 (2024) Past Paper PDF

 CHAPTER 9: EFFECTIVE READING INSTRUCTION  Intended Learning Outcomes: At the end of the lesson, the learners are expected to: 1. Understand the principles of effective reading instruction; 2. Discuss differentiated instruction for diverse learners; 3. Demonstrate strategies for pro...

 CHAPTER 9: EFFECTIVE READING INSTRUCTION  Intended Learning Outcomes: At the end of the lesson, the learners are expected to: 1. Understand the principles of effective reading instruction; 2. Discuss differentiated instruction for diverse learners; 3. Demonstrate strategies for promoting reading fluency; 4. Explain the importance of vocabulary development; 5. Analyze comprehension strategies and text structures; and apply effective reading instruction in real-world contexts  KEY PRINCIPLES IN EFFECTIVE READING INSTRUCTION These principles are adapted from Fountas and Pinnell’s text, Teaching for Comprehending and Fluency, Thinking, Talking and Writing about Reading. 1 Students learn to read from reading continuous text. They need a massive amount of practice solving words “on the run” while maintaining meaning. Only by reading can they learn to integrate and arrange the strategies needed to process text efficiently. Reading through a continuous text leads readers to locate, synthesize, and interpret information.  2 Students need to read high-quality texts to build a reading process. There must be a classroom collection stocked with a variety of genre and levels of challenge. The “quality” means it should offer students captivating and well-written texts that they will enjoy and remember. It will expand children’s language and thinking abilities. 3 Students need to read a variety of texts to build a reading process. A steady diet of any one kind of text will not help children adjust their reading behaviors to accommodate different kinds of texts. An effective processing system is created over time in response to the variety of reading tasks and purposes teachers design for their students. 4 Students need to read a large quantity of texts to build a reading process. Students must do a lot of reading every day in order to make progress at a grade level pace. The more texts they read, the more information they have to bring to their reading.  5 Students need to read different texts for different purposes. Your purpose for reading influences the kind of reading you do. Students must have the opportunity to read for a variety of purposes and become aware of the changes they make in their processing to achieve that purpose.  6 Students need to hear many texts read aloud. When students listen to someone read, they are free from some of the aspects of reading (decoding and pronouncing words for example) and can concentrate on meaning. Hearing a text read aloud expressively also provides a model of the fluency and expression students must use in their heads as they read to themselves.  7 Students need different levels of support at different times. Students at every grade level are still learning how to read. In order to take on these new challenges, students will need the support of small group instruction and individual conferencing. There should be right amount of support to students with ongoing and timely feedback as they make progress.  8 Students need to see themselves as readers who have tastes and preferences. Ultimately, readers must learn to make their own choices and choice leads to engagement. The goal is to help students become aware of their own preferences and skills so that they take ownership for their reading lives.  DIFFERENTIATED INSTRUCTION FOR DIVERSE LEARNERS  No single instructional program, approach, or method has been found to be effective in teaching all students to read. Gambrell, L. B., & Morrow, L. M. (2014). Best Practices in Literacy Instruction, Fifth Edition. Guilford Publications.  “We differentiate instruction to honor the reality of the students we teach. They learn at different rates and in different ways. And they all come together in our academically diverse classrooms.” Differentiated instruction and how to Implement it | Learning A-Z. (n.d.). https://www.learninga-z.com/site/company/what-we-do/differentiated-instruction  WAYS TO ACCOMPLISH PROCESS DIFFERENTIATION Grouping students Changing the way Varying the types of based on their concepts are taught: assessments given – individual readiness through visual, a report, a story, or to complement auditory, or a song, a speech, each other. kinesthetic lessons or an art project. Differentiated instruction and how to Implement it | Learning A-Z. (n.d.). https://www.learninga-z.com/site/company/what-we-do/differentiated-instruction  Differentiated instruction is beneficial because it helps educators connect with different learning styles. Knowing the unique needs of your students enables you to teach them more effectively, with the goal of improving cognitive and academic outcomes. Differentiated instruction and how to Implement it | Learning A-Z. (n.d.). https://www.learninga-z.com/site/company/what-we-do/differentiated-instruction  STRATEGIES FOR PROMOTING READING FLUENCY “Reading a lot is one of the best cures for most reading problems including fluency.” (Allington, 2012; Krashen, 2004)  Reading fluency is the ability to read accurately, smoothly and with expression. Fluent readers recognize words automatically, without struggling over decoding issues. Fluency is important because it builds a bridge between word recognition and comprehension. What Is Reading Fluency? And why Is It Important? - My Learning Springboard  PROSODY DEVELOPMENT It is needed so students can focus beyond word reading recognition and rate of reading. The elements are: INTONATION STRESS EXPRESSION SMOOTHNESS VOLUME PHRASING Reading Fluency Intervention Strategies | Houghton Mifflin Harcourt (hmhco.com)  the ability for students to appropriately chunk their words while they read helps them make sense of text reading the text with appropriate emphasis essential for that matches the comprehension context of the words  Poetry is especially well suited to fluency practice because poems for children are often short and they contain rhythm, rhyme, and meaning, making practice easy, fun, and rewarding. Fluency: Instructional Guidelines and Student Activities | Reading Rockets APPROXIMATE GRADE LEVEL FLUENCY NORMS WPM: WORDS PER MINUTE  FLUENT READING STRATEGIES Choral reading – reading in unison. Assisted reading – reading along with a recorded text. Partner reading – reading along with another child Reader’s Theatre – playing characters, as in a play. Child/adult reading – The adult models, then the student practices. What Is Reading Fluency? And why Is It Important? - My Learning Springboard  In conclusion, reading fluency is the ability to read accurately and quickly. It is important because fluent readers comprehend better. It can be developed by modeling and practice. What Is Reading Fluency? And why Is It Important? - My Learning Springboard IMPORTANCE OF VOCABULARY DEVELOPMENT  REASONS WHY VOCABULARY IS IMPORTANT: Word knowledge enhances reading fluency and comprehension.2 Vocabulary knowledge enhances the development of students’ emergent reading skills.1 Vocabulary is strongly associated with concept learning.3 Words help us think.4; they are tools of thought used to represent, manipulate, and extend our thinking.5 Johnson, A. P. (2015b). 10 Essential instructional elements for students with reading difficulties: A Brain-Friendly Approach. Corwin. 1. (Lane & Allen, 2010); 2: (Bauman, 2009; Blachowicz & Fisher, 2006; Jennings, Caldwell, & Lerner, 2010; Lipson & Wixon, 2009; Stahl, 1999) ; 3. (Blachowicz & Fisher, 2000); 4. (Stahl, 1999); 5. (Vygotsky, 1962)  SIX STEPS IN BUILDING VOCABULARY Provide examples or explanation. Ask students to restate the explanation, description, or example in their own words. This is an important step in creating long-term memories. Ask students to draw a picture or some graphic representation of the word. According to the work of poverty expert Ruby Payne (2009), if students cannot draw it, they really do not understand it. Johnson, A. P. (2015b). 10 Essential instructional elements for students with reading difficulties: A Brain-Friendly Approach. Corwin.  SIX STEPS IN BUILDING VOCABULARY Provide several engagements, such as writing the words in their notebooks, drawing them, and discussing them. Informally discuss those terms. For instance, in small groups, let students share when they have heard, used, or read the word. Play games with the words. Games are a brain- compatible strategy for reinforcing learning. Johnson, A. P. (2015b). 10 Essential instructional elements for students with reading difficulties: A Brain-Friendly Approach. Corwin. VOCABULARY WORD MAP